This paper examines peri-urban space existing separate from the urban fabric and often in between urban and rural landscapes. This is a largely neglected area and often considered by each side as belonging to the other. Contemporary studies identify two sides associated with the rural-urban fringe: the expanding built settlements and ebbing countryside, ignoring significance and the circumstance of the spaces. The peri-urban fringe is a planning opportunity, which provides services beyond simple human habitat or wasteland of undesirable function. Through this study I intend to present the peri-urban interface as an intricate element of the urban infrastructure. This paper examines a series of case studies, which display peri-urban land-use planning and design through established areas, boundaries, and buffers spanning North America, Western Europe and Australia. Each area is examined to determine scope, program, and ecological and social impacts. The data informs positive and negative impacts within the peri-urban area. The peri-urban fringe spaces take on many forms and functions. Successful sites enrich the associated urban communities, whereas unsuccessful sites, which often exist in conflict with abutting environments, reduce quality of life and essential ecological processes. The peri-urban interface varies with many scales and circumstances, which affect quality of life for the urban population. Planning in the PUI is essential in promoting healthy populations and ecologies. Scale, program and accessibility determine how effectiveness of a peri-urban interface. Through this study, I want to identify significant value of the peri-urban interface as an opportunity and asset for the urban landscape. / Master of Landscape Architecture

The new changes such as developments in transportation and communication technology, globalization of markets, intensification of flow of information, ideas and innovations since the 1980s have helped to increase the interaction between urban and rural and this process have had very important impact on the resemblance process of rural areas to urban areas with some characteristics, vice versa. Therefore the process have had an effect on the blurring strict distinction between urban and rural in worldwide. The new rurality approach has been main approach in the thesis that has tried to explain the new features of rural areas. It has focused on what has been happenning in rural areas and drawn attention to changes in rural areas which was previously ignored or overemphasized. The approach took five main changing features of rural areas as central focus which were non-farm activities, role of women, entrepreneurship, in-migration, division of labour and also urban-rural interaction. Therefore, the observed changes caused to draw attention to the question of is rural still the opposite of urban? In this respect, the effects of the increased relationships between urban and rural on rural areas in terms of getting new characteristics that new rurality approach explained were investigated by handling two case studies / Gedelek and Kus&ccedil / uali Villages in Turkey.

本研究旨在探討宜蘭縣城鄉國中學生學習態度、家長參與及學習成就比較之研究。研究對象是以宜蘭縣各類型國中為分析單位，搜集國中學生三年前、後的學習成就比較，並透過問卷調查方式搜集所需的資料，再運用各種統計方法對有效樣本加以分析檢視，歸納結論如下： 壹、宜蘭縣國中學生在不同背景變項的學習成就之情形 一、宜蘭縣國中不同學校類型其學習成就，都會型學校高於鄉村型學校，有顯著差異；但對高分群的學生，鄉村型學校的學生其學習成就是高於都會型學校的學生。 二、宜蘭縣不同規模的國中學校其學習成就有顯著差異，大型學校高於中型學校，中型學校高於小型學校；但對高分群的學生，中型和小型學校的學生其學習成就是高於大型學校的學生。 三、宜蘭縣國中越區就讀和未越區就讀學生其學習成就有顯著差異，越區就讀高於鄉村未越區就讀學生；但對高分群的學生，鄉村型未越區的學生其學習成就是高於越區就讀的學生。 四、宜蘭縣國中不同性別學生其學習成就在國文、英文和前後測總分中有顯著差異，女生的學業成就表現比男生好。 貳、宜蘭縣國中學生學習態度、家長參與度與學生學業成就之情形 一、不同背景變項之宜蘭縣國中學生學習態度情形： 1. 學生性別：宜蘭縣國中女學生在學習態度顯著高於男學生。 2. 越區就讀：「都會型｣學校之國中學生主動學習構面明顯高於「鄉村型｣學校生，但「都會越區｣的國中學生習態度和「鄉村型」學校並未有顯著性差異。 3. 入學成績：「高分組｣的學生其學習態度高於「低分組｣學生。 4. 升學期望：期望進入「高中｣之國中學生學習態度明顯高於期望其他各組期望之國中學生；期望進入「高職｣、「五專｣之國中學生學習態度明顯高於期望「就業｣之國中學生。 5. 家長社經：「父母高社經地位｣之國中學生學習態度明顯高於「父母低社經地位｣。 6. 學校規模：「大型學校｣之國中學生計畫執行構面明顯高於「中型學校｣之國中學生，「中型學校｣之國中學生計畫執行構面明顯高於「小型學校｣之國中學生。 二、不同背景變項之宜蘭縣國中家長參與度情形： 1. 學生性別：女學生之家長親師輔導顯著高於男學生之家長。 2. 越區就讀：「都會型｣學校之學生家長參與度各層面及整體明顯高於「鄉村型｣學校之學生；且「都會越區｣之學生在家長參與度及學業參與構面高於「鄉村未越區｣之學生。 3. 入學成績：「高分組｣之學生在家長參與度各構面之得分高於入學成績為「低分組｣之學生。 4. 升學期望：期望進入「高中｣學生之家長參與度各構面皆高於其他各組期望之學生。 5. 學校規模：「大型學校｣之學生在家長參與度與學業參與明顯高於「小型學校｣之學生。 三、不同背景變項的宜蘭縣國中學生，在學習成就和學業成績進步之情形： 1. 學生性別：不同性別之學生在學習成就中，國文、英文、總分等均達顯著水準，女生高於男生；但在學業成績進步的情形則未達顯著。 2. 越區就讀：「都會越區｣之學生在學習成就各科之得分都顯著高於「鄉村未越區｣之學生。且以學業成績進步情形，在都會地區學校未越區之學生其學業成績進步情形高於從鄉村越區到都會就讀之學生；在鄉村型學校，越區到都會型學校就讀的學生其學業成績進步情形，高於鄉村未越區就讀之學生。 3. 入學成績：「高分組｣之學生學習成就明顯高於入學成績「低分組｣之學生。但「低分組｣之學生學業成績進步情形高於入學成績「高分組｣之學生。 4. 升學期望：（1）期望進入「高中｣之學生學習成就明顯高於期望其他各類期望；期望進入「高職｣、「五專｣之學生學習成就明顯高於期望「就業｣之學生。（2）期望能讀到「研究所｣之學生學習成就明顯高於期望其他各類期望；期望能讀到「大學｣之學生學習成就明顯高於期望就讀「專校｣、「高中職｣、「專校｣之學生。（3）期望進入「高中｣之學生學業成績的進步上明顯高於期望進入「高職｣與「五專｣之學生。 5. 家長社經：「父母高社經地位｣之學生學習成就明顯高於「父母低社經地位｣之學生，且在學業成績的進步上也是如此。 6. 學校規模：「大型學校｣學校之學生學習成就明顯高於「中型學校｣、「小型學校｣學校之學生；「中型學校｣學校之學生學習成就明顯高於「小型學校｣學校之學生。但對學生學業進步分數數並未造成顯著影響。 最後，根據研究結果與結論，提出具體建議，以供教育行政機關、學校、家長與未來研究之參考。